To plan, organize, and present instruction and instructional environments which help students learn subject matter and skills that will contribute to their educational and social development. May coordinate and direct the activities of the teacher assistant. Reports to the principal.

SPECIFIC DUTIES AND RESPONSIBILITIES

ESSENTIAL JOB FUNCTIONS

Management of Instructional Time: Has materials, supplies and equipment for each lesson ready at the start of the lesson or instructional activity; gets the class started quickly; gets students on task quickly at the beginning of each lesson; maintains a high level of student time-on-task.

Management of Student Behavior: Has established a set of rules and procedures that govern the handling of routine administrative matters.

Has established a set of rules and procedures that govern student verbal participation and talk during different types of activities-whole class instruction, small group instruction, etc. Has established a set of rules and procedures that govern student movement in the classroom during different types of instructional and non-instructional activities. Stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student.

Instructional Presentation: Begins lesson or instructional activity with a review of previous materials.

Introduces the lesson or instructional activity and specific learning objectives when appropriate. Speaks fluently and precisely. Presents the lesson or instructional activity using concepts and language understandable to the students.

Provides relevant examples and demonstrations to illustrate concepts and skills. Assigns tasks that students handle with a high rate of success. Conducts lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding slowdowns.

Makes transitions between lessons and between instructional activities within lessons efficiently and smoothly. Makes sure the assignment is clear. Summarizes the main point(s) of the lesson at the end of the lesson or instructional activity.

Instructional Monitoring of Student Performance: Maintains clear, firm, and reasonable work standards and due dates.

Circulates during class work to check all students' performance. Routinely uses oral, written, and other work products to check student progress. Poses questions clearly and one at a time.

Instructional Feed back: Provides feedback on the correctness or incorrectness of in-class work to encourage student growth.

Regularly provides prompt feedback on assigned out of class work. Affirms a correct oral response appropriately and moves on. Provides sustaining feedback after an incorrect response or no response by probing, repeating the question, giving clues, or allowing more time.

Facilitating Instruction: Has an instructional plan which is compatible with the school and system-wide curricular goals; uses diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks.

Maintains accurate records to document student performance. Has instructional plan that matches/aligns objectives, learning strategies, assessment, and student needs at the appropriate level of difficulty. Uses available human and material resources to support the instructional program.

Interacting Within the Educational Environment: Treats all students in a fair and equitable manner.

Interacts effectively with students, co-workers, parents, and community. Provides a culturally diverse learning environment that recognizes the influence of cultural factors on a student's development and school performance. Demonstrates knowledge of the history of diverse cultures and their role in shaping global issues so as to expose all students to different points-of-view, foster respect for others, and give students the tools to prosper in today's global economy.

ADDITIONAL JOB FUNCTIONS

Performs related duties and responsibilities as assigned by the principal and carries out non-instructional duties as assigned and/or need is perceived.

Adheres to established laws, policies, rules and regulations, including Policy 7320, Professional Duties and Noninstructional and Extracurricular Duties of Teachers and Policy 7931, Professional Standards of Conduct and Performance for Teachers.

Follows a plan for professional development and demonstrates evidence of growth.

MINIMUM TRAINING AND EXPERIENCE

Must be a graduate from a 4 year accredited college education program or have alternative qualifications approved by the State Board of Education.

Physical Requirements: Must be physically able to sit, stand, walk and drive a car.

Must be able to lift boxes up to 10 pounds. Physical demand requirements are for Light Work.

Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to subordinates or assistants.

Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using prescribed format.

Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.

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VIEW JOBS11/3/2018 12:00:00 AM2019-02-01T00:00ASHEVILLE CITY SCHOOLS JOB DESCRIPTION
JOB TITLE: INTERIM MUSIC TEACHER / VALID NC LICENSURE REQUIRED
GENERAL STATEMENT OF JOB
To plan, organize, and present instruction and instructional environments which help students learn subject matter and skills that will contribute to their educational and social development. May coordinate and direct the activities of the teacher assistant. Reports to the principal.
SPECIFIC DUTIES AND RESPONSIBILITIES
ESSENTIAL JOB FUNCTIONS
Management of Instructional Time: Has materials, supplies and equipment for each lesson ready at the start of the lesson or instructional activity; gets the class started quickly; gets students on task quickly at the beginning of each lesson; maintains a high level of student time-on-task.
Management of Student Behavior: Has established a set of rules and procedures that govern the handling of routine administrative matters. Has established a set of rules and procedures that govern student verbal participation and talk during different types of activities-whole class instruction, small group instruction, etc. Has established a set of rules and procedures that govern student movement in the classroom during different types of instructional and non-instructional activities. Stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student.
Instructional Presentation: Begins lesson or instructional activity with a review of previous materials. Introduces the lesson or instructional activity and specific learning objectives when appropriate. Speaks fluently and precisely. Presents the lesson or instructional activity using concepts and language understandable to the students. Provides relevant examples and demonstrations to illustrate concepts and skills. Assigns tasks that students handle with a high rate of success. Conducts lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding slowdowns. Makes transitions between lessons and between instructional activities within lessons efficiently and smoothly. Makes sure the assignment is clear. Summarizes the main point(s) of the lesson at the end of the lesson or instructional activity.
Instructional Monitoring of Student Performance: Maintains clear, firm, and reasonable work standards and due dates. Circulates during class work to check all students' performance. Routinely uses oral, written, and other work products to check student progress. Poses questions clearly and one at a time.
Instructional Feed back: Provides feedback on the correctness or incorrectness of in-class work to encourage student growth. Regularly provides prompt feedback on assigned out of class work. Affirms a correct oral response appropriately and moves on. Provides sustaining feedback after an incorrect response or no response by probing, repeating the question, giving clues, or allowing more time.
Facilitating Instruction: Has an instructional plan which is compatible with the school and system-wide curricular goals; uses diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks. Maintains accurate records to document student performance. Has instructional plan that matches/aligns objectives, learning strategies, assessment, and student needs at the appropriate level of difficulty. Uses available human and material resources to support the instructional program.
Interacting Within the Educational Environment: Treats all students in a fair and equitable manner. Interacts effectively with students, co-workers, parents, and community. Provides a culturally diverse learning environment that recognizes the influence of cultural factors on a student's development and school performance. Demonstrates knowledge of the history of diverse cultures and their role in shaping global issues so as to expose all students to different points-of-view, foster respect for others, and give students the tools to prosper in today's global economy.
ADDITIONAL JOB FUNCTIONS
Performs related duties and responsibilities as assigned by the principal and carries out non-instructional duties as assigned and/or need is perceived.
Adheres to established laws, policies, rules and regulations, including Policy 7320, Professional Duties and Noninstructional and Extracurricular Duties of Teachers and Policy 7931, Professional Standards of Conduct and Performance for Teachers.
Follows a plan for professional development and demonstrates evidence of growth.
MINIMUM TRAINING AND EXPERIENCE
Must be a graduate from a 4 year accredited college education program or have alternative qualifications approved by the State Board of Education.
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
Physical Requirements: Must be physically able to sit, stand, walk and drive a car. Must be able to lift boxes up to 10 pounds. Physical demand requirements are for Light Work.
Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.
Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to subordinates or assistants.
Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using prescribed format.
Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.
Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.
Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide and multiply.
Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.
Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using computers and other technology.
Manual Dexterity: Requires the ability to handle a variety of items such as maintenance equipment. Must have minimal levels of eye/hand/foot coordination.
Color Discrimination: Requires the ability to differentiate between colors or shades of color.
Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress.
Physical Communications: Requires the ability to see, talk and hear.
Asheville City SchoolsAshevilleNC

VIEW JOBS10/16/2018 12:00:00 AM2019-01-14T00:00PRESCHOOL TEACHER ASSISTANT / AFTER SCHOOL 3:30 pm - 5:30 pm Monday - Friday
Service Contract
JOB DESCRIPTION
Teacher assistants may perform any of a wide range of duties depending on where and with whom they work. One of the major responsibilities of the teacher assistant is to work along side of the teacher to provide more interaction time for children and to visually supervise children at all times. When an assistant is in the classroom, she/he is expected to talk with children, ask questions, play with them and take care of their needs as well as to keep them safe.
Since the assistant's foremost responsibility is to follow the teacher's direction, it is important to determine, to some extent, the nature of duties to be performed. Suggestions for these duties may be found on the following pages. They are not designed to limit the role of the assistant, or to infringe upon the responsibility of the teacher. Instead, it is hoped they will serve as a stimulus for other activities.
Child care assistants are responsible for carrying out the teacher's plans before and after regular school hours. He/she should report to the teacher the effectiveness of the plans and work with the teacher to change plans as needed.
Assistants serving as bus monitors are responsible for securing coverage for this duty if they have to be absent.
CDL required within 90 days of hire date.
TEACHER ASSISTANT GENERAL DUTIES
A. Perform clerical responsibilities.
1. Keep abreast of plans to see that materials are available.
2. Record and transfer data as instructed by the teacher.
3. Receive any fees and keep records of the same.
4. Obtain and organize supplies and materials.
5. Operate media equipment.
6. Check attendance.
7. Be responsible for care of materials and equipment.
B. Render assistance in large group activities
1. Assist with physical education activities, both indoors and out.
2. Help with field trips and supervise children for their safety.
3. Assist in serving meals and snacks.
4. Strive to make mealtime a learning experience.
5. Assist with all classroom activities.
6. Read or tell stories to groups of children.
7. Assist/participate in circle time activities.
8. Supervise students closely in the classroom and on the playground.
C. Work with small groups and individuals.
1. Give special attention to children who have been absent.
2. Attend to any children who become ill.
3. Observe and monitor student activities.
4. Engage children in conversations related to play and learning
5. Ask open-ended questions to encourage thinking and inquiry skills
D. Check physical conditions of room.
1. Assist in arranging or rearranging furniture.
2. Assist with displaying student work.
3. Help keep centers neat/organized.
4. Keep tables and counters clean.
E. Assist in building pupils' self-concept - developing wholesome feelings.
* Learn and call children by name.
* Encourage children to try again when failure is met.
* Give reassurance with smile or friendly look.
* Give praise or admiration for achievement
* Give comfort, reassurance, and fair treatment when mishaps occur.
* Learn something about the children to help you identify with them.
* Encourage creative play.
* Recognize the importance of each child's family by learning about the child's family and including family names during activities with the child.
* Ask open-ended questions as opposed to questions requiring one-word answers.
F. End of day responsibilities.
* Close windows.
* Straighten room and sanitize toys.
* Turn off air conditioner.
* Turn off lights.
* Turn off radio, computers, etc.
* Make sure outside door is locked.
* Make sure playground area is cleaned up.
TEACHER ASSISTANT JOB EXPECTATIONS
1. Support and assist with the implementation of our School Improvement Plan.
2. Be supportive of the ACSP's staff both at work and in the community.
3. Be professional, positive, enthusiastic, persuasive, self-confident, committed and concerned.
4. Adhere to rules and regulations of the Asheville City Schools and ACSP.
5. Comply with the code of ethics of the teaching profession, particularly in matters dealing with confidential information.
6. Work in any special area assigned by the administrators, child care specialist or office staff.
7. Work closely and continuously with students on an individual or small group basis as suggested by the teacher.
8. Use materials as suggested in a planning session with the teacher.
9. Initiate steps to improve the learning environment.
10. Gain each student's confidence and establish trust; work to enhance each child's self esteem.
11. Demonstrate knowledge of activities, materials and student needs by being able to plan, implement and evaluate learning experiences.
12. Determine student's degree of interest and acquire techniques for teaching students that will be meaningful, non-threatening and comfortable.
13. Possess the ability to motivate.
14. All assistants are required by child-care licensing to secure additional training through classes, workshops and conferences. It is the responsibility of the assistant to investigate the number of hours required and to obtain appropriate training.
TEACHER ASSISTANT QUALIFICATIONS
Minimum Job Qualifications:
* At least a two year college degree or 48 hours of college credit in EARLY CHILDHOOD EDUCATION within the last 5 years.
1. Two years of college required.
2. Evidence of previous successful work experiences with children desirable.
3. Knowledge of child growth, development and behavioral characteristics.
4. Interest in and willingness to work with children.
5. Ability to take and follow directions.
6. Ability and willingness to maintain confidentiality of information, including child behaviors.
7. Manners and dress appropriate to the school setting.
8. Ability to relate well to people.
9. Punctuality and dependability.
10. Willingness to study, cooperate and support school activities.
11. Ability to demonstrate effective written and oral expression.
12. A positive attitude, a willing spirit and team commitment.
13. Hold a CDA credential or be willing to obtain one if required by the program.
14. Hold an AA degree in Early Childhood, or be willing to obtain one if required by the program.
15. Pass a criminal background check.
16. Secure at least three positive employment/character references.
17. Pass all medical requirements.
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
Physical Requirements: Must be physically able to operate power tools and mechanical equipment. Must be able to exert up to 25 pounds frequently. Physical demand requirements are for Medium Work.
Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.
Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to subordinates or assistants.
Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using prescribed format.
Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.
Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.
Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide and multiply.
Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.
Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using tools.
Manual Dexterity: Requires the ability to handle a variety of items such as maintenance equipment. Must have minimal levels of eye/hand/foot coordination.
Color Discrimination: Requires the ability to differentiate between colors or shades of color.
Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress.
Physical Communications: Requires the ability to see, talk and hear.
Asheville City SchoolsAshevilleNC

VIEW JOBS10/14/2018 12:00:00 AM2019-01-12T00:00ASHEVILLE CITY SCHOOLS JOB DESCRIPTION
JOB TITLE: After School Coordinator, Lead Teacher. Service Contract
GENERAL STATEMENT OF JOB
To plan, organize, and present instruction and instructional environments which help students learn subject matter and skills that will contribute to their educational and social development. May coordinate and direct the activities of the teacher assistant. Reports to the principal.
SPECIFIC DUTIES AND RESPONSIBILITIES
Must be willing to be flexible in a small school that is new and growing.
Must be willing to work collaboratively in making decisions to support students, parents, and other staff.
Must be willing to be a part of an innovative cross-curricular team that routinely monitors:
* student academic, behavioral, and emotional progress,
* community involvement,
* curriculum development,
* School-wide STEAM theme,
* Project-Based Learning,
* school-wide goals and objectives and,
* school-wide policies and procedures.
ESSENTIAL JOB FUNCTIONS
Management of Instructional Time: Has materials, supplies and equipment for each lesson ready at the start of the lesson or instructional activity; gets the class started quickly; gets students on task quickly at the beginning of each lesson; maintains a high level of student time-on-task.
Management of Student Behavior: Has established a set of rules and procedures that govern the handling of routine administrative matters. Has established a set of rules and procedures that govern student verbal participation and talk during different types of activities-whole class instruction, small group instruction, etc. Has established a set of rules and procedures that govern student movement in the classroom during different types of instructional and non-instructional activities. Stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student.
Instructional Presentation: Begins lesson or instructional activity with a review of previous materials. Introduces the lesson or instructional activity and specific learning objectives when appropriate. Speaks fluently and precisely. Presents the lesson or instructional activity using concepts and language understandable to the students. Provides relevant examples and demonstrations to illustrate concepts and skills. Assigns tasks that students handle with a high rate of success. Conducts lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding slowdowns. Makes transitions between lessons and between instructional activities within lessons efficiently and smoothly. Makes sure the assignment is clear. Summarizes the main point(s) of the lesson at the end of the lesson or instructional activity.
Instructional Monitoring of Student Performance: Maintains clear, firm, and reasonable work standards and due dates. Circulates during class work to check all students' performance. Routinely uses oral, written, and other work products to check student progress. Poses questions clearly and one at a time.
Instructional Feed back: Provides feedback on the correctness or incorrectness of in-class work to encourage student growth. Regularly provides prompt feedback on assigned out of class work. Affirms a correct oral response appropriately and moves on. Provides sustaining feedback after an incorrect response or no response by probing, repeating the question, giving clues, or allowing more time.
Facilitating Instruction: Has an instructional plan which is compatible with the school and system-wide curricular goals; uses diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks. Maintains accurate records to document student performance. Has instructional plan that matches/aligns objectives, learning strategies, assessment, and student needs at the appropriate level of difficulty. Uses available human and material resources to support the instructional program.
Interacting Within the Educational Environment: Treats all students in a fair and equitable manner. Interacts effectively with students, co-workers, parents, and community. Provides a culturally diverse learning environment that recognizes the influence of cultural factors on a student's development and school performance. Demonstrates knowledge of the history of diverse cultures and their role in shaping global issues so as to expose all students to different points-of-view, foster respect for others, and give students the tools to prosper in today's global economy.
ADDITIONAL JOB FUNCTIONS
Performs related duties and responsibilities as assigned by the principal and carries out non-instructional duties as assigned and/or need is perceived.
Adheres to established laws, policies, rules and regulations, including Policy 7320, Professional Duties and Noninstructional and Extracurricular Duties of Teachers and Policy 7931, Professional Standards of Conduct and Performance for Teachers.
Follows a plan for professional development and demonstrates evidence of growth.
MINIMUM TRAINING AND EXPERIENCE
Must be a graduate from a 4 year accredited college education program or have alternative qualifications approved by the State Board of Education.
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
Physical Requirements: Must be physically able to sit, stand, walk and drive a car. Must be able to lift boxes up to 10 pounds. Physical demand requirements are for Light Work.
Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.
Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to subordinates or assistants.
Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using prescribed format.
Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.
Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.
Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide and multiply.
Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.
Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using computers and other technology.
Manual Dexterity: Requires the ability to handle a variety of items such as maintenance equipment. Must have minimal levels of eye/hand/foot coordination.
Color Discrimination: Requires the ability to differentiate between colors or shades of color.
Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress.
Physical Communications: Requires the ability to see, talk and hear.
Asheville City SchoolsAshevilleNC

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